Transcription

1 New Hampshire Department of Education Special Education Program Approval and Improvement Process The mission of NHDOE Special Education Program Approval is to improve education results for all learners. Purpose: This document is intended to be used by the Private School Special Education Providers as a guidance tool for developing elementary school. The NHDOE will also use this as a basis for evaluating the school s current elementary school during the Program Approval and Compliance & Improvement Monitoring Process. This document needs to be completed and with the application for any program seeking approval for these grade levels Appendix 2 Page 1 of 21

2 MINIMUM REQUIREMENTS FOR PRIVATE SCHOOL PREFACE The Curriculum Standards Rubric - Minimum Requirements for Private Schools has been developed as an instrument to be used by the Compliance and Improvement Monitoring reviewers and to help guide private providers as they develop elementary school courses. The rubric is aligned to the program standards prescribed New Hampshire Minimum Standards for Public School Approval. (Section Ed ) The rubric standards specify minimal learning expectations for required subject areas. The standards serve as the basis for developing course content in elementary school subjects. They should be used for planning instructional programs in each private special education school to ensure that identified students in private school settings have access to the same standards as their non-disabled peers. INSTRUCTIONS When filling out this appendix for the Application for Renewal of NHDOE Special Education Approval/Nonpublic School Approval, please note that the sections that are related to are divided into four columns. The first column describes the program standards and the next three columns are for private providers to fill in; the first of which is to indicate the evidence of the program standards can ir current. The next is to list any text /or currently being used, and the last column is to note any copy write dates for texts and/or. Appendix 2 Page 2 of 21

3 Kindergarten - Grade 8 School Curriculum (Ed ) A broad and well-balanced elementary school in compliance with RSA 193-C:3, III; and An instructional program that includes: a. Procedures for diagnosing learner needs, learning styles, and interests; b. Methods and strategies for teaching students; c. Research-based learning opportunities; d. Techniques for the evaluation of student outcomes, and e. Provision of differentiated instruction for students based on learning styles, needs, and interests. A local time schedule which specifies the distribution of instructional time among the following learning areas to be taught in grades K-8, at all grade levels school: For the elementary grades K-8, no middle school has been established by vote of the local school board: a. Ed , relative to arts education; b. Ed , relative to English/language arts and reading program; c. Ed , relative to health education program; d. Ed , relative to physical education program; e. Ed , relative to information & communication technologies program; f. Ed , relative to mathematics program; g. Ed , relative to science education; and h. Ed , relative to social studies program If a co-curricular program is offered, it shall consist of those activities that are designed to supplement and enrich regular academic instruction, provide opportunities for social development, and encourage participation in clubs, athletics, performing groups, and service to school and community. Develop a policy that grants credits to students taking coursework seventh or eighth grade toward high school graduation, if the course demonstrates content requirements consistent with related high school course(s) and the student achieves satisfactory standards of performance. Yes No Appendix 2 Page 3 of 21

4 Arts Education Program Standards (Ed ) The arts education program for grades K-12 provides systematic and sequential instruction in the arts disciplines of music and visual art, while developing opportunities for dance and theatre, students will: a. Create, perform, and respond with understanding; List of Text Other b. Participate actively in at least one of the art forms of dance, music, theatre or visual art; c. Analyze and evaluate works of art from structural, historical, and cultural perspectives, including acquiring the ability to understand and evaluate works of art in various arts disciplines; d. Recognize exemplary works of art from a variety of historical periods and cultures, as well as understand historical development within and among the arts disciplines; e. Relate various types of arts knowledge and skills within and across the arts and other disciplines; f. Use technology as ways to create, perform, or respond in various arts disciplines; and g. Become familiar with career opportunities arts or with the impact of the arts on everyday life; Appendix 2 Page 4 of 21

5 Arts Education Program Standards (Ed ) Planned that is consistent with RSA 193-C:3, III; that will provide for: a. A variety of developmentally appropriate techniques and processes as well as learning such as tools, equipment, facilities and supplies, including but not limited to musical instruments, current recording devices, computers and software, and expendable art-making supplies, that meet the diverse needs, interests and capacities of each student; List of Text Other b. The best interests of students regarding safety and health issues associated with, tools, equipment, supplies and procedures; c. The ability to guide student development in observing, imagining, visualizing, listening, transforming, and synthesizing their thoughts and ideas into artworks through traditional and nontraditional means such as, but not limited to, choreography, reading and writing music, improvisation, script-writing, set design, two and three-dimensional artworks, and media arts; d. The ability to guide students in selecting and applying subject matter and movements, sounds, language, or symbols, or any combination of them, with ideas to express meaning in artwork; e. Developing artistry and artistic skill sequentially over time; f. Critical thinking skills and artistic choices creation and evaluation of artworks; g. Addressing opportunities available beyond the regular classroom; and h. Embedding students global arts-related history and culture; and Sound assessment practices as stated in Ed Appendix 2 Page 5 of 21

6 English Language Arts Program Standards (Ed (b)) The English/language arts and reading program in each elementary school provides: List of Text Other Systematic and continuous instruction which develops students' knowledge of language arts, including listening, speaking, reading, writing, and viewing; Instruction which emphasizes how to clarify, order, interpret, and communicate experiences through the skillful use of language; Opportunities for each student to exercise, with fluency and ease, oral and written skills and to become acquainted with others' interpretations of experiences through fiction and informational, film, television, and other media; An environment which promotes the importance of reading; Opportunities for each child to become literate; Methods for assessing students for appropriate placement reading/language arts program, including diagnostic assessment for remediation; Support for teachers on interpreting test results; Continuous monitoring of each student's progress from grade to grade; Early intervention or remediation; Appendix 2 Page 6 of 21

7 English Language Arts Program Standards (Ed (b)) Instruction for teachers in reading content areas; and List of Text Other Training for instructional staff on methods for effectively meeting the language arts/reading needs of all students and on current developments in language arts/reading. Health Education Program Standards (Ed ) The school health education program for grades K-12 provides: (1) Health education; (2) School health services; (3) Food and nutrition services; (4) A comprehensive guidance and counseling program; (5) Healthy school facilities; and (6) Family and community partnerships. List of Text Other Systematic instruction in grades K-12, designed to enable students to: a. Comprehend concepts related to health promotion and disease prevention, linking to all content areas; Appendix 2 Page 7 of 21

8 Health Education Program Standards (Ed ) b. Demonstrate functional knowledge of the most important and enduring ideas, issues, and concepts related to achieving good health; List of Text Other c. Demonstrate the ability to access valid health information and health-promoting products and services; d. Demonstrate the ability to practice health enhancing behaviors and reduce health risks; e. Analyze the effect of culture, media, technology, and other influences on health; f. Demonstrate the ability to use interpersonal communications skills to enhance health; g. Demonstrate the ability to use goal-setting and decision making skills to enhance health; and h. Demonstrate the ability to advocate for personal, family, and community health; A planned K-12 in health education designed to teach the skills listed above across the following content areas of health education: a. Alcohol and other drug use prevention, in accordance with RSA 189:10; b. Injury prevention; Appendix 2 Page 8 of 21

9 d. Physical activity; Health Education Program Standards (Ed ) List of Text Other e. Family life and comprehensive sexuality education, including instruction relative to abstinence and sexually transmitted infections in accordance with RSA 189:10; f. Tobacco use prevention; g. Mental health; h. Personal and consumer health; and i. Community and environmental health; and Appendix 2 Page 9 of 21

10 Health Education Program Standards (Ed ) Sound assessment practices in health education that: List of Text Other a. Match goals and objectives; b. Require evaluation and synthesis of knowledge and skills; c. Emphasize higher order thinking skills; d. Clearly indicate what the student is asked to do but not how to do it; e. Are at the appropriate reading level; f. Have criteria that are clear to students and teachers; g. Are engaging and relevant to students; h. Link to ongoing instruction; i. Provide feedback to students; j. Provide cost-effective benefits to students; k. Reflect real world situations; and l. Emphasize use of available knowledge and skills in relevant problem contexts. Appendix 2 Page 10 of 21

12 Physical Education Program Standards (Ed ) A planned K-12 in physical education that will provide for: List of Text Other a. A variety of motor skills that are designed to enhance the physical, mental, social, and emotional development of every child; b. Fitness education and assessment to help children understand and improve or maintair physical well-being; c. Development of cognitive concepts about motor skills and fitness; d. Opportunities to improve children s emerging social and cooperative skills and to gain a multicultural perspective; e. Promotion of regular amounts of appropriate physical activity now and throughout life; and f. Utilization of technology in attaining instruction, curricular, and assessment goals; and Appendix 2 Page 12 of 21

13 Physical Education Program Standards (Ed ) Sound assessment practices in physical education that: a. Match goals and objectives; List of Text Other b. Require evaluation and synthesis of knowledge and skills; c. Emphasize higher-order thinking skills; d. Clearly indicate what the student is asked to do; e. Are at an appropriate skill level according to: 1. State standards; and 2. The needs of the individual; f. Have criteria that are clear to students and teacher; g. Are engaging and relevant to students; h. Link to ongoing instruction; i. Provide feedback to students; j. Provide cost-effective benefits to students; k. Reflect real-world situations; and l. Emphasize use of available knowledge and skills in relevant problem contexts. Appendix 2 Page 13 of 21

14 Information & Communication Technologies Program (Ed ) Use an integrated approach to the use of 21 st century tools, including, but not limited to technology and communication tools, within all areas through the adoption of an information and communication technologies literacy (ICT) program in grades K - 12 that provides opportunities at developmentally appropriate levels for students to: List of Text Other Develop knowledge of ethical, responsible use of technology tools in a society that relies heavily on knowledge of information in its decision-making; Become proficient use of 21 st century tools to access, manage, integrate, evaluate, and create information with context of the core subjects of: a. Reading; b. Mathematics; c. English and language arts; d. Science; e. Social studies, including civics, government, economics, history, and geography; f. Arts; and g. World languages; Appendix 2 Page 14 of 21

17 Information & Communication Technologies Program (Ed ) Provide opportunities for students to demonstrate ICT competency by the end of 8th grade using assessment rubrics applied to the contents of digital portfolios as required in (a)(5) above. Students who successfully demonstrate knowledge, skill, and understanding of these competencies shall have the opportunity, as high school students, to take a higher level computer course to meet the ½ credit requirement. List of Text Other Mathematics Education Program Standards (Ed (b)) The mathematics program in each elementary grade provides opportunities for all students to solve problems by: List of Text Other a. Using multiple strategies; b. Communicating mathematical ideas through speaking and writing; and c. Making logical connections between different mathematical concepts; Opportunities for all students to build and construct knowledge and understanding of mathematical concepts through developmentally appropriate activities that include concrete experiences and interactions with manipulatives, technology, and their environment; Appendix 2 Page 17 of 21

18 Mathematics Education Program Standards (Ed (b)) Opportunities for authentic tasks that: List of Text Other a. Promote student decision making and questioning; b. Encourage students to develop unique problem solving strategies while allowing students to defend their strategies and results; Planned activities that promote developing mathematical concepts from the concrete to the representational and finally to the abstract level; Opportunities for all students to develop positive attitudes such as inquisitiveness and appreciation of the multiple ways to approach and solve mathematical situations; Interactive instruction and sustained activities designed to enable all students to demonstrate proficiency using the concepts and skills articulated in any grade level expectations that are adopted at the state level; and A developed incorporating number and operations, geometry and measurement, data, statistic and probability, and functions and algebra consistent with RSA 193-C:3, III. Appendix 2 Page 18 of 21

19 Science Education Program Standards (Ed (b)) A science education program in each school with the grades K-4 provides planned activities designed to: a. Develop students' critical thinking skills; List of Text Other b. Promote the acquisition of positive attitudes, including, but not limited to, curiosity, initiative, self-reliance, and persistence; and c. Develop an awareness of and involvement with the natural world; Planned activities designed to increase students' factual knowledge and conceptual understanding of the nature of science, unifying themes of science, and physical, biological, and earth space sciences; and Opportunities for students to develop a knowledge and understanding of process skills such as observing, classifying, measuring, and inferring through activities that allow each student to: a. Explore, collect, handle, sort, and classify natural objects; b. Use strategies to organize and identify the questions children ask from natural world observations; c. Use tools, including, but not limited to, nonstandard measures, rulers, and magnifiers, to enhance observations and collect represent and interpret data; d. Organize data in multiple ways using tools of technology, including calculators, computers, and handheld electronic devices; Appendix 2 Page 19 of 21

20 Science Education Program Standards (Ed (b)) e. Communicate through reading, writing, speaking, listening, creating, and viewing to describe their observations of the natural world; and List of Text Other f. Model and communicate safety and health related issues relating to exploration, activities, and inquiry associated with, tools, and procedures. Social Studies Education Program Standards (Ed (b)) The social studies program in each elementary school provides opportunities for students to: List of Text Other a. Acquire knowledge and understanding of civics, economics, geography, and history in a program consistent with RSA 193-C:3, III; and b. Become familiar with the skills of decision making, data gathering, and critical thinking; Pursuant to RSA 186:13, opportunities to practice citizenship school and community; Pursuant to RSA 189:11, instruction in history and government and the constitutions of the United States and New Hampshire; and Appendix 2 Page 20 of 21

21 Social Studies Education Program Standards (Ed (b)) Opportunities for students to acquire the knowledge, skills, and attitudes necessary for effective participation life of the community, the state, the nation, and the world. List of Text Other Appendix 2 Page 21 of 21

Summary Program Report, Elementary Education IUPUC Division of Education June 7, 2011 General Outcomes Sought: What students will know or be able to do All elementary education majors must meet the standards

Master of Science in Education: Childhood and Special Education/Inclusive Education Dual Initial Certification Program Childhood 1-6 and Students with Disabilities 1-6 Program Overview The Master of Science

Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.

COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will

Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12

YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports

Quality for All and All for Quality The motto above, Quality for All and All for Quality, was designed to represent all we stand for and value. It is the essence of our mission statement which itself encompasses

1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important

Overview of Gifted and Talented Programs: A Handbook for Parents NAPERVILLE COMMUNITY UNIT SCHOOL DISTRICT 203 203 West Hillside Road Naperville, IL 60540-6589 630.420.6300 Table of Contents District Mission...

Alignment of the Early Childhood Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5 with the Preschool Child Observation Record (COR), 2 nd edition The Preschool Child

Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation

STANDARDS FOR ELEMENTARY TEACHERS Introduction The standards contained in this document are based upon the core standards outlined in Every Child s Teacher in North Carolina: Core Standards for the Teaching

Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

ELEMENTARY AND EARLY CHILDHOOD EDUCATION MAJOR LEADING TO PK-4 Recommended Course Sequence 124 Credits Elementary and Early Childhood Education majors will also complete a Reading Education minor within

Missouri Pre-K Standards The standards are broad descriptions of what most children should know and be able to do by the time they enter kindergarten. They are not a curriculum but a framework for communicating

K-12 Information Digital Literacy K-12 Information Digital Literacy It is the goal of the educators of the Burlington Public Schools to foster a dynamic learning environment that promotes engagement, relevant

Certification Examinations for Oklahoma Educators (CEOE) Framework Development Correlation Table The Framework Development Correlation Table provides information about possible alignment of some of the

The ISTE National Educational Technology Standards (NETS S) and Performance Indicators for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

P21 Framework Definitions To help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for learning known as the Framework

12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

Course Description \ Bachelor of Primary Education Education Core EDUC 310 :Foundations of Education in Qatar and School Reform : This course has been designed to acquaint the learners with the progress

Appendix B: Part 100 and School Counseling Programs As per the New York State Education Department, listed in Part 100 of the Commissioner s Regulations, school counseling/guidance programs are defined

Indiana Academic Standards for Visual Arts The IPFW Community Arts Academy Addresses these standards for grades K-12. For detail, see http://ideanet.doe.state.in.us/standards/welcome2.html or contact the

Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics The Teacher Performance Appraisal includes performance rubrics designed to guide self-assessment and reflection based on professional

Whitnall School District Report Card Content Area Domains In order to align curricula kindergarten through twelfth grade, Whitnall teachers have designed a system of reporting to reflect a seamless K 12

DIVISION OF GRADUATE STUDIES Raymond Carty, Graduate/Online Studies The Division of Graduate Studies ensures that its graduates have specialized training that results in a firm grounding in the areas of

Alignment of Standard I: Teachers Demonstrate Leadership A. Teachers lead in their classrooms. Take responsibility for all students learning Week 1: Multimedia Book: Authentic Learning in the Digital Age

STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

GENERAL QUESTIONS 1. What is? is a recommended, rigorous course of study based on standards in Massachusetts s curriculum frameworks that aligns high school coursework with college and career expectations.

UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12 1 FORWARD This Comprehensive School Counseling Program acts as a manual for counselors, administrators and school board

Admission Content Preparation Review Worksheet - Elementary Teacher Preparation Program REVISED-8/06/07 Applicant Name: The New York State Education Department (NYSED) and the Association for Childhood

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The

THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Health Education The Physical Education curriculum is designed to encourage a commitment to a lifelong healthy lifestyle. Our program promotes personal, social,

Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for Arts

The Common Core State Standards: What does it mean to Community College Faculty? General Overview & Panel Discussion OhioMATYC April 12, 2013 Ohio s Readiness for College and Careers Definition High school

CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion

Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates

Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)

Brian & Teri Cram Middle School Course Catalog 6th Grade Required Courses Sixth grade students attending Brian and Teri Cram Middle School are required to enroll in the following courses of study: English

Kings Canyon Unified School District Gifted and Talented Education Program GATE Kings Canyon Unified School District offers a variety of programs to develop unique education opportunities for high-achieving

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate to create and communicate

Bachelor of Bachelor of Education (Honours) Detailed Course Requirements The 2016 Monash University Handbook will be available from October 2015. This document contains interim 2016 course requirements

Gifted & Talented Program Description The purpose of Cedar Unified School District s gifted and talented program is to nurture academic excellence and improve student achievement among all students. To

EARLY EDUCATION ADMPS 1001 SOCIAL FOUNDATIONS OF EDUCATION 3 cr. This course is a broad-based overview of education addressing education issues and policies in the United States. An interdisciplinary approach

School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION Master of Science in Special Education 2012-2014 Master of Science in Special Education Master of Science in Special Education Purpose The Master

A.S. Degree, Early Childhood Education Degree Type: A.S. Major Code: CHLDD-AS CIP: 142002020 This program prepares students for employment as child development center teachers, child development curriculum

Preparing to Implement the Citywide Instructional Expectations: Ensuring curricula that are appropriate in all subjects Exploring Expectations for content-area teachers In this session, participants will

Strengthening the Role of Part-Time Faculty in Community Colleges EXAMPLE JOB DESCRIPTION FOR PART-TIME FACULTY: Valencia College - Job Description and Essential Competencies Valencia College Job Description:

Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic

Online courses are approved by the University of California in two steps: Online Course Self-Assessment Form 1. Assessment against International Association for K-12 Online Learning (inacol) course standards.

Alignment of MISSOURI S Early Learning Standards with Assessment, Evaluation, and Programming System for Infants and Children (AEPS ) A product of 1-800-638-3775 www.aepsinteractive.com Represents feelings

The Glendale Unified School District 2015 STRATEGIC PLAN is composed of the following elements: ~ Core Values: The essential values that reflect the priorities of the District, as manifested through its

Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance